Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September

1. The Community of
Inquiry Framework
For Literature and Practice Discussion14th
September 2015
Professor Barney Dalgarno
Co-Director Institutional Engagement

2. • Introductory presentation/comments from chair
including contextual background to the choice of
articles and overview of some key points
• Round table to draw out
a) key conceptual ideas and
b) opinions and/or questions about the ideas and/or
methods and/or quality of articles
• Round table discussion about the implications for
teaching and educational design/support practice
at CSU
• Sessions to be recorded and the recordings and
presentations placed on the uImagine website
Structure for these discussions

3. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a
text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2(2–3), 87–105,
http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/
pii/S1096751600000166
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a
theory of self-efficacy, self-regulation, and the development of a
communities of inquiry in online and blended learning
environments. Computers & Education, 55(4), 1721-1731,
http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/
pii/S0360131510002095
Articles for discussion

4. The Community of Inquiry Framework

5. The Community of Inquiry Framework

6. Revised Community of Inquiry Framework

7. Cognitive presence
The extent to which the participants in any particular configuration of a community
of inquiry are able to construct meaning through sustained communication (p. 89)
Social presence
The ability of participants in the Community of Inquiry to project their personal
characteristics into the community, thereby presenting themselves to the other
participants as “real people” (p. 89).
Teaching presence
consists of two general functions … the design of the educational experience (a
teacher or instructor typically performs this function) … [and] ... facilitation (a
responsibility that may be shared among the teacher and some or all of the other
participants or students) (p. 90).
Definitions from Garrison et al. (2000)

8. • The framework has received a great deal of
attention in the distance education and online
learning field over the past 15 years
• 2879 Google Scholar citations
• The framework has been drawn upon in many
different ways in follow up research by the authors
and other researchers as well as being applied in
practical contexts
• Quantitative scrutiny of the framework and
proposed extensions have also received a great
deal of attention in the literature
Why important

9. • Further work towards the identification of valid and reliable
indicators of the elements of the model for use in coding of
online discussion transcripts (e.g. Rourke et al., 2001)
• Development of questionnaire instruments to measure
students’ perceptions about cognitive, teaching and social
presence (e.g. Arbaugh et al., 2008)
• Quantitative analysis to model the ways in which the elements
are interrelated (e.g. Shea & Bidjerano, 2008) and determine the
degree to which each of the elements are important for
effective online learning (e.g. Shea et al, 2005)
Examples of follow up research

10. • As a lens for analysing online discussion
frameworks
• As a measure of the effectiveness of strategies to
improve online learning processes
• As a lens for analysing the impact on learning
community of new technologies (e.g. Twitter)
• As a framework to inform training on effective
online teaching
• As a framework to inform the design of online
courses
Applications of the framework

11. • Note the origins of the framework in asynchronous
text-based communication and so questions about
it’s applicability in contemporary ‘polysynchronous
learning’ contexts (see Dalgarno, 2014)
• Note the relationship (but not equivalence) of
“teaching presence” to “teacher presence” within
the Online Learning Model
Some pointers to CSU implications

12. Garrison et al. (2000):
• The individual elements, definitions, ambiguities, comments
• Relative importance and interrelationships
• Categories of events/actions and indicators
• Overall thoughts
Shea and Bidjerano (2010)
• Ideas emerging from the literature review w.r.t. COI model
• Key outcomes of article w.r.t. COI model
• Methods
Implications for CSU practice
• Applicability
• What we might do differently
Discussion points

13. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S., Garrison, D. R., Ice, P., Richardson, J., et al.
(2008). Developing a community of inquiry instrument: testing a measure of the
community of inquiry framework using a multi-institutional sample. Internet and Higher
Education, 11, 133–136.
Rourke, L., Anderson, T., Garrison, R., & Archer, W. (2001). Methodological issues in the
content analysis of computer conference transcripts. International Journal of Artificial
Intelligence in Education,12(1), 8−22.
Shea, P., Li, C., Swan, K., & Pickett, A. (2005). Developing learning community in online
asynchronous college courses: the role of teaching presence. Journal of Asynchronous
Learning Networks, 9(4), 59–82.
Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: an investigation of
the community of inquiry model and the net generation. Journal of Educational Computing
Research, 39(4), 339–361.
References